Adolescent Work Intensity, School Performance, and Academic Engagement
Open accessAbstract
Teenagers working more than 20 hours per week perform worse in school than youth who work less. There are two competing explanations for this association: (1) that paid work takes time and effort away from activities that promote achievement, such as completing homework, preparing for examinations, getting help from parents and teachers, and participating in extracurricular activities, and (2) that the relationship between paid work and school performance is spurious, reflecting preexisting differences between students in academic ability, motivation, and school commitment. Using longitudinal data from the ongoing national Monitoring the Future project, this research examines the impact of teenage employment on school performance and academic engagement during the 8th, 10th, and 12th grades. The authors address issues of spuriousness by using a two-level hierarchical model to estimate the relationships of within-individual changes in paid work to changes in school performance and other school-related measures. Unlike in prior research, the authors compare youth school performance and academic orientation when they are actually working in high-intensity jobs to when they are jobless and wish to work intensively. Results indicate that the mere wish for intensive work corresponds with academic difficulties in a manner similar to actual intensive work.
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Greater work time has been associated with worse academic performance.
“More time working has been linked to poorer academic performance.89”
From School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature (2016) · cites this paper as [89]
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- Authors
- Staff, J., Schulenberg, J. E., & Bachman, J. G.
- Affiliations
- Pennsylvania State University (US)
- University of Michigan (US)
- Corresponding author
- Staff, Jeremy
- Venue
- Sociology of Education
- Publisher
- SAGE Publications
- Published
- 2010-07
- Volume
- 83
- Issue
- 3
- Pages
- 183-200
- ISSN
- 0038-0407 (ISSN-L)
- 1939-8573
- PMC
- PMC2926992
- OpenAlex
- W2144707028
- Cited by
- 97
- References
- 63
- Citations by year
- 2026: 3 · 2025: 4 · 2024: 3 · 2023: 11 · 2022: 1 · 2021: 5 · 2020: 5 · 2019: 8 · 2018: 5 · 2017: 5 · 2016: 10 · 2015: 8 · 2014: 10 · 2013: 8 · 2012: 5
- FWCI
- 28.56
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Sociology of Education (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute on Drug Abuse (R01DA001411)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (K01HD054467)
- Topics
- Social Sciences › Education › Educational Outcomes and Influences
- Social Sciences › Safety Research › Youth Development and Social Support
- Social Sciences › Sociology and Political Science › Youth Education and Societal Dynamics
- Keywords
- adolescent employment, academic performance, academic engagement, academic orientation, spuriousness, within-person change, Monitoring the Future, unemployment, academic ability, motivation, school commitment
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